DO PRIVATE TUTORS ENHANCE ENGLISH LANGUAGE ABILITY? REGRESSION DISCONTINUITY EVIDENCE FROM A POLICY EXPERIMENT IN INDIA

Empirical evidence has shown that returns to English language ability are substantial in India. Research has also focused on the impact of private tutoring in the context of developing economies to find evidence that remedial teaching leads to better student achievement and higher test scores. In this paper I analyze whether private tutoring helps in developing English language ability. Simple OLS estimates suggest statistically significant effects but estimated coefficients are rather small at 0.2 percentage points. Presence of confounders and selection bias may potentially understate the true effects of private tutoring on English language ability. To address this issue, I exploit a unique policy experiment in India in a regression discontinuity framework to identify cohorts eligible for private tutoring and compare their outcomes to the ineligible. I use this potentially exogenous policy variation as an instrument for private tutoring and find significant increases in English language ability estimated at 16 percentage points which is much larger than the simple OLS effects. Since standard academic curriculum is not directed towards improving foreign language ability, private tutoring as an input in the education production function seems to offer high marginal returns. From a policy perspective, this implies that private tutoring should be encouraged for enhancing English ability even though there are concerns that this provides disincentives for teachers to teach in school.     

Parental occupation and children’s school outcomes in math.

We investigate the relationship between math attitude and students’ math scores using data obtained from PISA 2012 and a 2SLS model. Math attitude is approximated by an indicator that takes into account intangible (parental attitude, student instrumental motivation and student math anxiety) and tangible (parental help in math homework) factors. The presence of one family member in a math-related career is our instrumental variable. We find that an increase of one standard deviation in math attitude increases the student score by approximately 30 points, a relevant effect since 40 points is the equivalent of one year of schooling.     

Mother's education and child development: Evidence from the compulsory school reform in China

This paper investigates the causal impact of mother's schooling on various outcomes of adolescent development by exploiting the temporal and geographical variations in the enforcement of compulsory schooling laws in China. Using data from China Family Panel Studies, we find that mother's education increases adolescents’ school enrollment, math test scores, college aspiration, and internal locus of control related to education. Mother's education also improves adolescent mental health status and reduces the incidence of underweight. We also find considerable gender heterogeneity in the effects of mother's education. The results further indicate that mother's education leads to an increase in family resources for children and an improvement in maternal mental health and parenting, which we interpret as potential mechanisms behind our findings.     

On the peer effects of star students

We estimate the effect that star students have on their siblings’ learning outcomes, measured by their high school grade point average (GPA) and their math grades. To this end, we couple administrative school data on grades with an unusual natural experiment in Peru that generates exogenous variation in the presence of star students at home. We find that star students increase their siblings’ GPA by 0.33 SDs and their math grades by 0.22 SDs. The effect size is inversely related to number of siblings, suggesting that the remaining siblings act as substitutes for the star student.     

How important are school principals in the production of student achievement?

As school leaders, principals can influence student achievement in a number of ways, such as hiring and firing of teachers, monitoring instruction and maintaining student discipline, among many others. We measure the effect of individual principals on gains in math and reading achievement between grades 4 and 7 using a value‐added framework. We estimate that a one standard deviation improvement in principal quality can boost student performance by 0.289 to 0.408 standard deviations in reading and math, while the principal at the 75th percentile improves scores by 0.170 to 0.193 relative to the median principal. Our results imply that isolating the most effective principals and allocating them accordingly between schools can have a significant positive effect on reducing achievement gaps.     

Measuring the incentives to learn in Colombia using new quantile regression approaches

This paper employs newly developed quantile regression techniques to investigate a policy that could differentially affect students' performance. The Colombian vouchers were assigned using lotteries, and were renewable as long as the students maintained satisfactory academic progress. This second aspect of the program may provide incentives for low attainment students to work harder. The evidence supports the hypothesis that incentives could account for the impact of the vouchers, including lower repetition rate. The effect of the vouchers is largest in the lower tail of the educational attainment distribution, a possibility that was conjectured by others, but has not yet been confirmed empirically. The evidence suggests that the incentive effect of the program increases weak students' test scores by at least 0.1 standard deviations, roughly the score gain associated to a half year of school learning.     

Spatial Heterogeneity of Willingness to Pay for Forest Management

The paper investigates the spatial heterogeneity of public’s preferences for the implementation of a new country-wide forest management and protection program in Poland. Spatial econometric methods and high resolution geographical information system data related to forest characteristics are used to explain the variation in individual-specific willingness to pay (WTP) values, derived from a discrete choice experiment study. We find that respondents’ WTP is higher the closer they live to their nearest forest, and the scarcer forests are in the area where they live. Interestingly, the higher the ecological value of forests in respondents’ area, the more people prefer extending areas of national forest protection. We also investigate spatial patterns in individual-specific WTP scores and in latent class membership probabilities, finding that preferences are indeed spatially clustered. We argue that this clustering should be taken into account in forest management and policy-making.     

The implications of private tutoring on the school education in LDCs

In many LDCs, we observe that the public school teachers receive low wages, expend less than their full effort at school, and provide private tutoring to the students for a fee. To capture this institutional arrangement, we develop a theoretical model which shows that in comparison with ‘no-tutoring’, ‘tutoring’ is welfare reducing for all students in the economy. However, if the government considers only the students in the public system, then ‘tutoring’ can be welfare improving. In that case, the government would set a lower tax rate to pay wages to the teachers and let them provide tutoring to the students for a fee.     

Peer effects in computer assisted learning: evidence from a randomized experiment

We conduct a large scale experiment to investigate peer effects in computer assisted learning (CAL). Identification relies on three levels of randomization. We find an average 0.17 standard deviation improvement in math scores among primary school students. This average effect is the same for students treated individually or in pairs, implying that peer effects double the learning benefit from a given equipment. Among paired students, poor performers benefit more from CAL when paired with good performers and vice versa. Average performers benefit equally irrespective of who they are paired with. This suggests that the treatment is dominated by knowledge exchange between peers. We also find that CAL treatment reduces the dispersion in math scores and that the beneficial effects of CAL can be strengthened if weak students are systematically paired with strong students.     

SCHOOL CHOICE AND STUDENT SORTING: EVIDENCE FROM ADACHI WARD IN JAPAN*

We examine whether the school choice programme of public junior high schools in Adachi ward has caused student sorting and has thus increased the differences in scores between the schools. We find that students are sorted in the sense that the students living in the school attendance areas where there is a higher proportion of high‐status occupations are more likely to select private schools even after the introduction of the school choice programme, or they select public schools with higher scores. Adachi's average scores relative to the Tokyo average have improved, while the between school differences in scores have not expanded.